A Qualitative Exploration of Value-Oriented Layers in School Leadership in Iraq: A Thematic-Network Representation of Themes Derived from Expert Interviews

Abstract

This study aimed to explore, conceptualize, and develop a value-oriented framework of occupational values among Iraqi primary school principals by identifying the underlying dimensions of value-based school leadership through expert perspectives. The study employed a qualitative design grounded in thematic network analysis. Participants consisted of 15 experts in educational management, school leadership, educational policy, and primary school administration in Iraq, selected through purposive and theoretical sampling until theoretical saturation was achieved. Data were collected through semi-structured interviews based on 10 open-ended questions. Interview transcripts were analyzed using the Attride-Stirling thematic network approach with the support of MAXQDA 24 software. The analytical process involved open coding, identification of basic themes, development of organizing themes, and construction of global themes. To ensure trustworthiness, triangulation, member checking, independent coding by multiple researchers, and audit trail procedures were applied. Inter-coder reliability was assessed using Cohen’s kappa coefficient, yielding a value of 0.81, indicating substantial agreement and analytical consistency. The analysis revealed that occupational values of Iraqi primary school principals constitute a multidimensional, context-sensitive, and interconnected construct. Seven overarching themes emerged from the thematic network: (1) personal values and professional ethics, (2) socio-cultural values, (3) social responsibility and justice, (4) educational leadership and school management, (5) economic and institutional values, (6) authority and transformational influence, and (7) contextual and indigenous values. The findings demonstrated that principals’ occupational values are shaped not only by individual ethical commitments but also by social relationships, institutional support systems, leadership responsibilities, and the unique socio-political realities of Iraq. The thematic structure further indicated dynamic interactions among personal, organizational, and contextual dimensions, suggesting that value-based leadership is a holistic phenomenon embedded within broader educational and societal environments. The study concludes that value-based school leadership in Iraqi primary education is founded upon a complex network of ethical, social, professional, institutional, and contextual values. Effective school leadership extends beyond administrative competence and depends on the integration of personal integrity, social commitment, educational stewardship, institutional support, and adaptive responses to local conditions.